Soares Ellen Cristina Siqueira, Ortiz Karin Zazo
Master in Sciences by Universidade Federal de São Paulo (Unifesp), São Paulo, Brazil.
Post Doctor in Sciences by Universidade Federal de São Paulo (Unifesp), Departamento de Fonoaudiologia, Universidade Federal de São Paulo, São Paulo, SP, Brazil.
Dement Neuropsychol. 2008 Oct-Dec;2(4):321-327. doi: 10.1590/S1980-57642009DN20400016.
In language assessment, several socio-demographic variables must be taken into account.
To characterize the performance of aphasic patients with different educational background on language tasks and to compare their performance to that of individuals with no language disorders.
Thirty aphasic patients and 30 healthy individuals were selected. Patients were divided into two groups according to educational level: A (1-4 years) n=15 and B (5-11 years) n=15. Age ranged from 27 to 78 years. All subjects were submitted to the Montreal Toulouse language assessment protocol. The pertinent statistical tests were applied.
Educational level interfered in the linguistic performance of normal subjects but not in that of aphasic subjects, whose performance was influenced more by the lesion.
The present study can contribute toward greater understanding of the influence of lesions and educational background on the language performance of aphasic subjects.
在语言评估中，必须考虑几个社会人口统计学变量。
描述不同教育背景的失语症患者在语言任务中的表现，并将他们的表现与无语言障碍个体的表现进行比较。
选取30名失语症患者和30名健康个体。患者根据教育水平分为两组：A组（1 - 4年）n = 15，B组（5 - 11年）n = 15。年龄范围为27至78岁。所有受试者均接受蒙特利尔 - 图卢兹语言评估方案。应用了相关的统计测试。
教育水平对正常受试者的语言表现有影响，但对失语症患者的语言表现没有影响，失语症患者的表现更多地受病变影响。
本研究有助于更深入地理解病变和教育背景对失语症患者语言表现的影响。
